عصر جاہلی کے چند مشہور عربی نثری فنون کا تعارفی مطالعہ

The formatted initiatives of history of Arabic literature are, as ancient as illiterate era. The age had plenty of almost all literary arts, although it were not in the managed shape like Islamic and mode eras. This age had both the literary arts i.e. poetry and prose. The first one was given full attention for hearing, singing and remembering, while the prose was about to be ignored in these aspects. Despite of done practice, some prosaic arts were orally noted and copied generation to generation. Later on, the arts were put down in their proper chapters with the development of the literature in omade and abase tenures. Some varieties of the prosaic arts are hereby introduced with explanation of its historical background, famous authorities, necessity and samples. This research contains on three sections with research study of three main arts; phrases, golden words and addresses. This research is made in descriptive manner in Urdu language. The purpose is, to make Urdu literates know the limitations of Arabic prosaic arts of illiterate era. Thus, it will be a new addition for Urdu literates and writers.

Integration of Computers With Teaching of Science at the Lower Secondary Level

The use of computers has been increasing worldwide for teaching of Science in secondary schools. Also in Pakistan, computers are now available in most of the private schools and their use is steadily increasing for teaching and learning. Government also intends to equip public secondary schools with computer labs. Various research studies suggest that appropriate and effective use of computers enhances and adds value to students' learning in Science education. However, the existing use of computers in schools in Pakistan appears not to be up to the level of its potential effectiveness, consequently having limited impact on students' learning. Teachers are central to the successful use of computer resources in science teaching, as the ways of using computers depends on how well teachers understand its use. Therefore, exploring their perceptions and practices of integrating computers with teaching of Science would help them in understanding the existing situation of computers uses in schools, so that decisions about the future can be made. This qualitative study was conducted in a private school in Karachi, Pakistan. Data from field notes, interviews, and document analysis were used to explore perceptions and practices of two Science teachers; one technology coordinator and one librarian. There were a total of nine observations of teaching practices, four interviews, one with each participant, and one focus group interview of five students. Findings include perceptions, practices, and challenges. Teachers perceive: (a) integration as any use of computers; (b) integration is resource-hungry; (c) computers increase students' motivation and enhance their learning; (d) finding a reliable web resources is a challenge; (e) teachers' self confidence and clarity of vision are important for effective integration. Teachers' practices involve: (a) use of computers as a source of knowledge and as a tool for presentations; (b) teacher-centered instructional strategies; (c) teaching science to enhance students' ICT skills; (d) use of group work to manage large classes; and (e) a rigid focus on textbook topic. Challenges include: (a) lack of access to resources; (b) lack of sufficient technical and pedagogical support; and (c) time tabling, class duration, and managing large classes. Teachers' professional development, sufficient technical and pedagogical support, and appropriate infrastructures are important elements for an effective integration of computers with teaching of Science. However, examining students' learning outcomes was not under the scope of study.